RFP2601
Assignment 3 2025
Unique number:
Due Date: July 2025
QUESTION 1
1.1
Access to Information
Reading helps individuals understand written information such as instructions, warnings,
job ads, or medical labels. It is essential for participating fully in everyday life.
Communication and Learning:
Reading develops vocabulary and language skills, .which are needed for learning new
subjects and communicating effectively with others. It supports lifelong learning and
academic growth.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
Access to Information
Reading helps individuals understand written information such as instructions,
warnings, job ads, or medical labels. It is essential for participating fully in everyday
life.
Communication and Learning:
Reading develops vocabulary and language skills, .which are needed for learning
new subjects and communicating effectively with others. It supports lifelong learning
and academic growth.
1.2
The foundation phase is a critical time for language development. If learners do not
master reading early, they will struggle with all other subjects later. Reading in this
phase helps build phonemic awareness, vocabulary, and comprehension skills
necessary for learning across the curriculum.
1.3
Builds Confidence:
When learners can read well, they feel proud of themselves and are more willing to
try new tasks. This belief in their ability improves their academic motivation.
Encourages Independence:
A learner who can read without help can explore books, do homework, and learn
independently. This strengthens their sense of control and belief in their own
abilities.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique number:
Due Date: July 2025
QUESTION 1
1.1
Access to Information
Reading helps individuals understand written information such as instructions, warnings,
job ads, or medical labels. It is essential for participating fully in everyday life.
Communication and Learning:
Reading develops vocabulary and language skills, .which are needed for learning new
subjects and communicating effectively with others. It supports lifelong learning and
academic growth.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
Access to Information
Reading helps individuals understand written information such as instructions,
warnings, job ads, or medical labels. It is essential for participating fully in everyday
life.
Communication and Learning:
Reading develops vocabulary and language skills, .which are needed for learning
new subjects and communicating effectively with others. It supports lifelong learning
and academic growth.
1.2
The foundation phase is a critical time for language development. If learners do not
master reading early, they will struggle with all other subjects later. Reading in this
phase helps build phonemic awareness, vocabulary, and comprehension skills
necessary for learning across the curriculum.
1.3
Builds Confidence:
When learners can read well, they feel proud of themselves and are more willing to
try new tasks. This belief in their ability improves their academic motivation.
Encourages Independence:
A learner who can read without help can explore books, do homework, and learn
independently. This strengthens their sense of control and belief in their own
abilities.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
